New initiatives seek to bolster success of an underserved student population

For the past five years, �����ؿ���Ƶ State University has been taking a closer look at data aggregated by the Office of Institutional Research to prioritize the admission, retention and success of Latine students, an often misunderstood and overlooked population.

The data revealed Latine retention and graduation rates were low when compared to white students and other students of color. Specifically, retention rates were found to steadily decline from year one to two.

“We want to create better pathways for first year (Latine) students, expose them to career services, get them engaged with internships opportunities, community engagement, and career readiness,” said Yolany Gonell, assistant vice president, Division of Student Success, Equity and Diversity. “How do we deliver on our promise to our Latine students that a BSU degree will get them into a career or industry of their choice or a career they may have not considered?”

To answer this question, a needs assessment of service and resources for Latine students was created. These efforts included student-led focus groups organized through the Office of Institutional Research as well as the Lewis and Gaines Center for Inclusion.

�����ؿ���Ƶ also formed a collaboration with Excelencia in Education, a national organization dedicated to improving Latine student success in higher education.

“It’s an institutional problem that’s happening across all schools in America,” Gonnel said. “Latines are often lumped into the category of students of color in such a way that it’s forgotten that each culture group has different needs based on different experiences and issues that impact them in the classroom, perceptions, and microaggressions.”

BSU officials took a hard look at Latine cultural representation on campus, such as, how many students are active in clubs? how many serve in leadership roles? how many attend campus-wide events? and what career paths are they taking?

“We found they weren’t going to programs or using available resources,” Gonell said. “So, we are looking for ways to bolster curiosity, and engage Latine students to come out and explore, to be seen and heard.”

Earlier this semester, to support �����ؿ���Ƶ State University’s Latine community, the school hosted the first ever Mi Futuro career-experience program. The event invited Latine alumni and employer partners to come talk with BSU students about building skills, celebrating identity, overcoming challenges, and finding mentors.

“We really wanted to amplify the voices and experiences of (Latine) career leaders to inspire the BSU Latine community,” Gonell said.

Along with the Mi Futoro Career Experience, a BEST mentorship program was launched, the first live outdoor salsa band and resource fair was held, a Café Con Leche Latine Student Support Group was created, and enhanced Latine Heritage month programs were offered.

“We are examining the foods offered in our dining halls,” Gonell said. “Are we representing different cultures? Are we being transportation-friendly to our Latine students, who often commute from areas over an hour away?”

This spring, �����ؿ���Ƶ will pilot a Latine Excellence and Mentorship Course and create pathways for students to get more involved in BSU’s undergraduate research program.

“Participating in undergraduate research opens pathways for scholarships, professional development, mentorship, summer jobs and more,” Gonell said.

BSU will continue to look at and analyze the data to ensure Latine’s are best supported.

“Looking at the data will help us close equity gaps and also opens up new questions and opportunities for us,” Gonell said. “At BSU it’s important that all our students succeed…It’s important we show them the value of getting an education at BSU.”

Do you have a BSU story you'd like to share? Email stories@bridgew.edu 

At BSU it’s important that all our students succeed…It’s important we show them the value of getting an education at BSU

During the height of the pandemic, the Academic Achievement Center (AAC) at �����ؿ���Ƶ State University was forced to pivot. Some of the adjustments revealed areas where things could be improved.    

“Over the past few years, we have been very intentional when looking at programming and communication methods,” said Bethany Hall, director of academic advising in the AAC. “Post-pandemic we realize students are looking for information that’s more in their face, that emails aren’t enough.” 

The AAC, located on the ground floor of the Maxwell Library, provides academic support and resources.   

When reaching out to students to share information about the AAC, emails have traditionally been the official means of communication, but Hall and her team realized it wasn’t working.   

“It led us to think, ‘What else can we do?’” Hall said.   

To reach more students and let them know about the AAC, one of the new initiatives is to send peer advisors to set up information stations inside residence halls. 

“We want to meet students where they are, to move into student spaces and literally be there for them,” Hall said.   

Darren Smith, ’23, has worked as a peer advisor for the past two years and was part of the inaugural group who set up shop in a high traffic area inside Shea Durgin Hall last semester.   

“I think it’s a great idea, having us go to the residence halls,” he said. “It helps draw students in and gives them a different perspective and allows us to show them there are accessible resources on campus.” 

Smith said he often works with first-year students, but it’s important that all students realize they have access to the AAC and advisors.  

“Even being a senior, you still might not know where certain resources can be found on campus. Or it can be confusing having classes both in-person or online. Every person is different, but we are here to help everybody,” he said.   

AAC peer advisors will be set up in residence halls again on March 28, April 4, and April 11.   

The timing, Smith said, is deliberate.   

“The end of March, early April, there is often a lot of stress. You have to start thinking about finals, registration...Students can use resources like the AAC so they don’t fall behind,” he said.   

Academic advisor Meghan Olbrys encourages students, when they see the peer advisors positioned in the residence halls, to stop by and ask questions, to advocate for themselves when it comes to their education.   

“It’s your degree, your name is on that diploma. This is a chance for you to have someone to turn to, to take control of your education. Come learn about the supports the AAC has offer. We are here to help,” she said.   

Do you have a BSU story you'd like to share? Email stories@bridgew.edu 

It’s your degree, your name is on that diploma. This is a chance for you to have someone to turn to, to take control of your education. Come learn about the supports the AAC has offer. We are here to help.

It was her senior year at �����ؿ���Ƶ State University, and she needed to complete five classes to graduate. However, the stress of balancing a busy schedule was becoming too much, causing Hanice Andrade, ’22, to question whether she could handle it all.  

“I was really about to give up on everything,” Andrade said.  

That’s when Executive Director of Student Success and Equity Interventions Cecilia DeOliveira stepped in and introduced Andrade to BSU’s student navigator program, operated out of the office of Student Success and Diversity.  

Funded through an anonymous grant intended to promote BSU’s efforts to close equity gaps, the program is in place to support students who can benefit from additional support.  

“The role of the student navigator is to listen to our students, to learn from them what obstacles and barriers are keeping them from succeeding at BSU,” DeOliveira said.   

After sitting down and talking with Andrade, together they came up with solutions to better manage her hectic schedule. 

“It made me feel warm inside, that someone actually cared about my well-being, my mental health. She took the time to listen to my problems and help me find resources,” Andrade said.  

That extra layer of support inspired her to continue with her studies. After graduating last year with a degree in anthropology, Andrade is now applying to schools to pursue a master’s degree.  

“The student navigator program really focuses on you,” she said. “It helped me not only find the resources I needed but they pushed me in a positive way. 

“Particularly for students of color, to have this resource is huge. They stretch out their hands for us, they see us...they helped me find success on a path I was struggling with.” 

Iris Lapaix, ’15, returned to her alma mater two years ago to work as a student navigator. She said helping students find solutions to roadblocks has been rewarding. 

“Being able to tell a student, ‘You’re all set,’ means we collectively did all we could to ensure the barrier is no longer stopping them from progressing in their BSU journey,” Lapaix said.  

Fellow alumna, Ellie Cooper, ’22, was hired last July to also work as a student navigator. Being a recent graduate, she is familiar with some of the obstacles current students face.  

“When you come to college, you often don’t know where to start. It can be intimidating,” she said. “We serve as a direct contact person to help point them in the right direction. We are a listening ear for students, making sure that they are heard. Students need to genuinely feel they have a support person.” 

It’s important to note that student navigators do not replace supports already in place at BSU, but rather show students all of the opportunities that are available, said Sabrina Gentlewarrior, vice president of student success and diversity. 

“Student navigators provide warm handoffs to campus-wide experts, they help students find and identify the office or person that is best positioned to meet their needs,” Gentlewarrior said.  

And while many of the students who receive support are directed to student navigators by faculty or staff, students are always welcome to stop by the office, located in Boyden Hall, Room 211.  

“Any barrier, be it big or small, that may make you feel like you have no idea how to keep going, allow a student navigator to help you navigate through it,” Lapaix said.  

Do you have a BSU story you'd like to share? Email stories@bridgew.edu 

Any barrier, be it big or small, that may make you feel like you have no idea how to keep going, allow a student navigator to help you navigate through it.